FACTORS THAT INFLUENCE UNDERGRADUATE INTERNATIONAL CHINESE STUDENTS’ WILLINGNESS TO COMMUNICATE IN U.S. CLASSROOMS
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PublisherThe University of Arizona.
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AbstractChina is one of the major sources of international students in the U.S.. From 2018 to 2019, China remained the largest source of international students in the U.S. with 369,548 students in undergraduate, graduate, non-degree, and optional practical training programs (Anderson, 2019). With barriers including cultural differences, language difficulties, inconsistencies in international academic studies, etc., it is very challenging for Chinese international students to fit into the U.S. culture and U.S. schools. In this paper, I will review 11 peer-reviewed articles to discuss the question of "What are some factors that influence Chinese undergraduate students' willingness to speak in U.S. classrooms". Among three different factors are: 1) Internal factors from students themselves, 2) External factors from teachers, and 3) External factors from class settings and classroom environments. Some suggestions for future studies and some limitations that I have found in these articles will also be addressed in this paper.